Contexts for music learning and participation : developing and sustaining musical possible selves / Amanda Creech, Maria Varvarigou, Susan Hallm.
Creech, Andrea, author.; Varvarigou, Maria, author.; Hallam, Susan, author.
2020
MT1 .C74 2020
Available Online

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Title Contexts for music learning and participation : developing and sustaining musical possible selves / Amanda Creech, Maria Varvarigou, Susan Hallm.
Author Creech, Andrea, author.
ISBN 9783030482626 (electronic book)
3030482626 (electronic book)
3030482618
9783030482619
DOI https://doi.org/10.1007/978-3-030-48
Published Cham, Switzerland : Palgrave Macmillan, [2020]
Language English
Description 1 online resource
Item Number 10.1007/978-3-030-48
Call Number MT1 .C74 2020
Dewey Decimal Classification 780.71
Summary Susan Hallam is Professor Emerita at the UCL Institute of Education, UK. Her research interests in music include practising, performing, musical ability, musical understanding and the wider impact of engagement with music. Andrea Creech is Professor of Didactique Instrumentale at the Faculty of Music, Université Laval, Canada, where she holds a Canada Research Chair in music in community. Her current research and teaching focuses on collaborative learning, music for social development, and creative ageing in and through music. Maria Varvarigou is Lecturer in Music at Mary Immaculate College, Ireland. Her research interests focus on playing by ear and informal learning, intergenerational music making and choral conducting education. This book sets out a contemporary perspective on music education, highlighting complex intersections between informal, non-formal and formal practices and contexts. At a time when the boundaries between music learning and participation are increasingly blurred, this volume is distinctive in challenging a 'siloed approach to understanding the diverse international music education landscape. Instead, the book proposes a multi-layered continuum of practices that can be applied across a range of formal, informal or non-formal concepts to support the development of musical possible selves. It challenges existing conceptions of learning in music education in part by drawing on research in adult learning, but also by considering the contexts in which learning takes place, and the extent to which this learning can be classified as formal, informal or non-formal.
Bibliography, etc. Note Includes bibliographical references and index.
Access Note Access limited to authorized users.
Source of Description Description based on online resource; title from digital title page (viewed on August 21, 2020).
Added Author Varvarigou, Maria, author.
Hallam, Susan, author.
Available in Other Form Print version: 9783030482619
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Chapter 1. Introduction
Chapter 2. Shaping musical possible selves in the Early Years
Chapter 3. Emergent musical possible selves in primary school
Chapter 4. Secondary schools and their role to play in musical possible selves
Chapter 5. The role of further and higher education in shaping musical possible selves
Chapter 6. Musical possible selves in extra-curricular ensembles and instrumental and vocal tuition
Chapter 7. Lifelong musical possible selves: Adult music learning and participation
Chapter 8. Supporting musical possible selves in programmes with social aims
Chapter 9. The emergence of musical possible selves through musical learning in the home
Chapter 10. Peer learning and the construction of musical possible selves
Chapter 11. Musical possible selves and self-directed music learning across the lifespan
Chapter 12. Developing musical possible selves through learning with technology and social media.

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